The individual in the collaborative: A participatory perspective on teachers´ learning in Lesson Study

Hanne Møller; Charlotte Krog Skott

The individual in the collaborative: A participatory perspective on teachers´ learning in Lesson Study

Hanne Møller
, Charlotte Krog Skott

Research output: Contribution to conference without a publisher/journal › Abstract › Research › peer-review

Abstract

Potentials of Lesson Study (LS) as a method for teachers’ professional development (TPD) are well documented and convincing in the form of both examples from Japan and LS’s embodiment of identified principles for promising TPD approaches
(Hennessy, 2014), such as teacher collaboration and an experimental conception of teaching.

Original language	English
Publication date	4 Sept 2016
Number of pages	1
Publication status	Published - 4 Sept 2016
Event	10th World Association of Lesson Studies: Leading Teaching and Teacher Learning in Professional Learning Communities - University of Exeter, Exeter, United Kingdom Duration: 3 Sept 2016 → 5 Sept 2016 http://www.walsnet.org/

Conference

Conference	10th World Association of Lesson Studies: Leading Teaching and Teacher Learning in Professional Learning Communities
Location	University of Exeter
Country/Territory	United Kingdom
City	Exeter
Period	03/09/16 → 05/09/16
Internet address	http://www.walsnet.org/

Keywords

learning, educational science and teaching
Lesson Study

Lesson Study: Leading teaching and teacher learning in professional learning communities
Skott, C. K. (Speaker) & Møller, H. (Speaker)
3 Sept 2016 → 5 Sept 2016
Activity: Participating in or organising an event types › Conference

Cite this

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title = "The individual in the collaborative: A participatory perspective on teachers´ learning in Lesson Study",

abstract = "Potentials of Lesson Study (LS) as a method for teachers{\textquoteright} professional development (TPD) are well documented and convincing in the form of both examples from Japan and LS{\textquoteright}s embodiment of identified principles for promising TPD approaches (Hennessy, 2014), such as teacher collaboration and an experimental conception of teaching.",

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author = "Hanne M{\o}ller and Skott, \{Charlotte Krog\}",

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language = "English",

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The individual in the collaborative: A participatory perspective on teachers´ learning in Lesson Study. / Møller, Hanne; Skott, Charlotte Krog.
2016. Abstract from 10th World Association of Lesson Studies: Leading Teaching and Teacher Learning in Professional Learning Communities, Exeter, United Kingdom.

Research output: Contribution to conference without a publisher/journal › Abstract › Research › peer-review

TY - ABST

T1 - The individual in the collaborative

T2 - 10th World Association of Lesson Studies: Leading Teaching and Teacher Learning in Professional Learning Communities

AU - Møller, Hanne

AU - Skott, Charlotte Krog

PY - 2016/9/4

Y1 - 2016/9/4

N2 - Potentials of Lesson Study (LS) as a method for teachers’ professional development (TPD) are well documented and convincing in the form of both examples from Japan and LS’s embodiment of identified principles for promising TPD approaches (Hennessy, 2014), such as teacher collaboration and an experimental conception of teaching.

AB - Potentials of Lesson Study (LS) as a method for teachers’ professional development (TPD) are well documented and convincing in the form of both examples from Japan and LS’s embodiment of identified principles for promising TPD approaches (Hennessy, 2014), such as teacher collaboration and an experimental conception of teaching.

KW - learning, educational science and teaching

KW - Lesson Study

M3 - Abstract

Y2 - 3 September 2016 through 5 September 2016

ER -

The individual in the collaborative: A participatory perspective on teachers´ learning in Lesson Study

Abstract

Conference

Keywords

Fingerprint

Activities

Lesson Study: Leading teaching and teacher learning in professional learning communities

Cite this